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Social Studies 1.04 – Evaluate ways the people of North Carolina used, modified, and adapted to the physical environment, past and present. 2.03 – Describe the similarities and differences among people of North Carolina, past and present. 2.04 – Describe how different ethnic groups have influenced culture, customs and history of North Carolina. 3.02 – Identify people, symbols, events, and documents associated with North Carolina’s history. 3.04 – Compare and contrast ways in which people, goods, and ideas moved in the past with their movement today. 4.02 – Identify religious groups that have influenced life in North Carolina and assess the impact of their beliefs. 4.05 – Identify and assess the role of prominent persons in North Carolina, past and present. 5.02 – Describe traditional art, music, and craft forms in North Carolina.

Diary Entry Writing Continued Students should finish creating their diary entries. They will continue to utilize their chosen medium from the day before.

Publishing Diary Entries Upon the completion of their writing, students should edit, save, print (rewrite or retell) their entries, depending on their chosen medium. The students should complete their entries by the time the presentations are scheduled to begin, though presentations should continue, with all students presenting their material, even if they have not fully completed their editing process.

Diary Entry Presentation Group children (approximately eight to a group) so that one member of each WebQuest group is in each of the new, larger groups. Each student will read or play his/her diary entry for the group. At the end, each group will vote on one entry to be shared with the entire class.

Present the chosen entries to the class, and allow the students to ask and answer questions and comment.

KWHL Chart Move the class’ attention back to the original KWHL chart. Add information to the “learned” column, and then begin a discussion and analysis of the misconception the students may have originally had about North Carolina’s history of slavery and the Underground Railroad.

Assessment of students’ diary entry, using the diary writing rubric . Affective assessment of students’ reflections on the unit content, the teaching strategies employed, and their general interest levels will also be completed at this point.